(1979). Preparing Teachers of American Indian Handicapped Children. Teacher Education and Special Education, v2 n4 p27-33 Sum. Aspects discussed include federal responsibility in Indian education, the need for federal leadership and coordination, and the need for in service and preservice training. (Author/DLS)…
(1996). Telling Stories of Our Teaching, Reflecting on Our Practices. Action in Teacher Education, v18 n3 p1-12 Fall. A teacher educator developed contexts in which White, middle class prospective teachers told each other teaching stories during weekly seminars. The goal was to consider alternative ways of thinking about and behaving toward diverse students. The experience enhanced participants' understanding of themselves and the strengths and limitations of their perspectives. (SM)…
(1991). Challenges to Teaching about Racism: Breaking the Silence. Teaching Education, v4 n1 p145-52 Sum-Fall. Describes a college course entitled "Race and Education" offered to students from all departments, most of whom are white. The course teaches students to think reflectively and analytically about the nature and impact of racism, examining educational institutions and their own educational experiences as the vehicle. (SM)…
(1992). A Developmental-Constructivist Approach to Teacher Education. Journal of Teacher Education, v43 n5 p323-35 Nov-Dec. The University of California's Developmental Teacher Education program uses Piagetian developmental theory and research for preparing elementary teachers. The article describes the two-year postgraduate program, which features small student cohorts, multiple diverse student teaching placements, coursework that addresses key topics repeatedly and hierarchically, and master's projects on teaching-learning issues. (SM)…
(2000). Preparing English Teachers To Teach Diverse Student Populations: Beliefs, Challenges, Proposals for Change. English Education, v32 n4 p251-66 Jul. Argues a need for in-depth consideration of principles and practices to prepare teachers for classrooms they will face in the future. Notes problems created by the disparity between increasing student diversity and their overwhelmingly white, female English/language arts teachers. Provides an overview of the issues involved and practical ideas for programs or courses. Appends a 47-item annotated bibliography. (NH)…
(1998). Care, Community, and Context in a Teacher Education Classroom. Theory into Practice, v37 n2 p105-13 Spr. Highlights growth that occurs when attention is paid to what teacher candidates should learn and how they should learn it, describing a class that combined attention to knowing students in a learning community, to constructivist pedagogy, and to core questions about educational equity, which led students to ask very different questions about themselves, their students, and being critical, transformative teachers. (SM)…
(1999). Citizenship, Democracy and Political Literacy. MCT, v18 n1 p12-15,29 Aut. Draws on the Crick Report, Education for Citizenship and the Teaching of Democracy in Schools, to examine citizenship, democracy, and political literacy, considering the report's potential as a framework for promoting racial equality in European schools. Discusses the following issues: racism and the education system; racism, democracy, and citizenship education; and human rights and political literacy. (SM)…
(2006). When \Other People's Children\ Are Your Own: A Multicultural Teacher Educator Learns about Difference from the inside out. Multicultural Perspectives, v8 n4 p49-54 Nov. As a multicultural teacher educator, the author has committed her professional life to helping future teachers understand their roles and responsibilities in working with the populations that Delpit (1995) referred to as \other people's children.\ Since the author is a former bilingual instructional assistant and English as a second language teacher, she takes a particular interest in understanding the experiences of linguistic \others\–children who come from homes and communities where their cognitive and socioaffective lives have been shaped through a language other than, or in addition to, English. Teaching about \otherness\ or \difference\ in a demographic context has its particular challenges. There are the frequently cited attributes of the \typical preservice teacher\ to contend with–ignorance of the history and cultural practices of nondominant racial/ethnic groups, disinterest in working with nonmajority students, negative perceptions of these students' abilities and low… [Direct]
(2006). Report [of the] Expert Meeting on Intercultural Education, Section of Education for Peace and Human Rights (UNESCO Headquarters, Paris, March 20-22, 2006). United Nations Educational, Scientific and Cultural Organization (UNESCO) The Section of Education for Peace and Human Rights of the Division for the Promotion of Quality Education held an expert meeting on Intercultural Education from March 20-22, 2006 at UNESCO Headquarters, bringing together international experts from Australia, Bolivia, Egypt, Finland, Hungary, Korea, Lebanon, Mexico, Nigeria, South Africa and the United Kingdom, including UNESCO Chairs and academics, as well as representatives of NGO's, National Commissions and UNESCO staff from various sectors. The meeting was organized as part of the Section's activities on intercultural education, which are placed more broadly within the framework of UNESCO's activities on the Dialogue among Civilizations, the Rabat Commitment and the concerns of document 33 C/5, which requests the Director-General to continue to "strengthen initiative in the development of materials for education and intercultural and interfaith understanding." Further context was provided by the World Programme for… [PDF]
(2006). Routing the Pipeline: The Structural Dilemmas of Urban Education. Journal of Urban Learning, Teaching, and Research, v2 p116-129. Using a collaborative program evaluation of a bridge program at a state flagship university, the authors argue that contradictions in student perceptions of their literacy learning are endemic to the effects of the structure of urban schooling. Overcrowding and underfunding of particular schools, in contrast with successful academic magnet schools, result in an uneven playing field as college-bound students of color enter competitive programs. The authors argue that programs designed to enrich college-bound students' experiences cannot work in isolation: better university/public school partnerships need to be pursued in order to ensure that students from urban settings do not arrive at elite universities lacking skills in academic writing. (Contains 2 footnotes.)… [PDF]
(1994). Unsettling America: An Anthology of Contemporary Multicultural Poetry. This collection of poems by contemporary poets stretches across the boundaries of skin color, ethnicity, language, and religion to give voice to the lives and experiences of ethnic Americans. The poems address common themes of assimilation, self-perception, and communication. In recording everyday life in the many American cultures, the poems displace the myths and stereotypes that pervade America. The collection is organized to address the instability of American identity and confront the prevalence of cultural conflict and exchange within the United States, and to highlight the constant erecting, blurring, breaking, and crossing of boundaries that are a consequence of the complex intersections among peoples, cultures, and languages within national borders, which themselves are revised constantly. The collection is organized thematically into 5 extensive sections: (1) Uprooting; (2) Performing; (3) Naming; (4) Negotiating; and (5) Re-Envisioning. Poems in the collection are by…
(1995). How To Involve Parents in a Multicultural School. This handbook, written by the principal of an urban elementary school that serves a diverse student population in a low socioeconomic area, offers strategies for principals who wish to increase parent involvement in their schools. Chapter 1 presents a brief history of parent involvement in American public schools over the past 60 years. The next three chapters offer suggestions for laying the foundation, conducting a parent school-satisfaction survey, and building trust. The fifth chapter describes strategies for managing communication–for working with the media, students, parents, and staff. Guidelines for linking community agencies to the school and for working with ethnic groups are provided in chapters 6 and 7. Volunteering truthful information to those served by the school is identified as the key to successful parent-school relations. Five figures are included. (LMI)…
(1995). Learning Styles of African American Children and NSTA Goals of Instruction. The National Science Teachers Association (NSTA) policy statement on multiculturalism lists learning style as an important concern for science teachers. Several recent studies have considered the learning styles of minority children. Notable among them is the study of J. Hale (1986) that lists a number of characteristics of African-American children's learning styles. Young African-American children are perceived as successful in their homes, churches, and communities and only demonstrate a failure pattern after a few years in schools designed by the dominant culture. African-American children display culturally induced cognitions that should be considered in planning for their instruction. Four learning styles described by Hale and others are: (1) person centered; (2) affective; (3) expressive; and (4) movement oriented. Researchers are engaged in evaluating these learning styles in relation to the Myers Briggs Type Indicator, and they seem very promising for describing the… [PDF]
(1994). The Precarious Question of Black Cultural Centers Versus Multicultural Centers. This paper discusses the role of black cultural centers on university campuses, focusing on whether black cultural centers or multicultural centers best meet the needs of an increasingly diverse student body and society. It examines the historical role of black cultural centers as vehicles to promote educational opportunity, student retention, and ethnic solidarity on predominantly white university campuses. In then looks at the transition from black cultural centers to multicultural centers on many campuses, discussing sensitive issues related to the maintenance of black cultural centers. Using examples from the experience of Indiana University of Pennsylvania (IUP) in dealing with these issues, it argues that, despite budget cutbacks, universities need to preserve black cultural centers as unique institutions while seeking to create multicultural centers or programs to meet the needs of other minority students. Five appendixes outline the services of the IUP Black Cultural Center,… [PDF]
(1995). Issues of Class and Culture in Today's Community Colleges. New researchers on community colleges, such as Rob Rhoads, Estela Bensimon, Bill Tierney, James Valadez, Berta Laden, and Romero Jalomo, are exploring new conceptual frameworks to guide thinking about the transformation of community colleges from mere open-access institutions into colleges that make a difference in the lives of students who have nowhere else to turn. Although current policies and practices are very entrenched, this research might come to influence the next generation of college leaders. Rhoads presents the notion of multiculturalism as a conceptual framework by which to restructure the colleges, positing border knowledge, or that which resides outside of the canon, as a legitimate form of knowledge which should be recognized and rewarded. Valadez finds that the community college is organized to meet the needs of community employers as opposed to the needs of students, while Jalomo and Laden examine the experiences of Latino students and the effects on their learning… [PDF]